From Standards-Led to Market-Driven: A Critical Moment for Adult Numeracy Teacher Trainers

Autor/in	Edwards, Martyn
Titel	From Standards-Led to Market-Driven: A Critical Moment for Adult Numeracy Teacher Trainers
Quelle	In: Adults Learning Mathematics, 9 (2014) 1, S.24-36 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-1803
Schlagwörter	Adult Education; Numeracy; Mathematics Education; Adult Educators; Mathematics Teachers; Teacher Education; Teacher Characteristics; Foreign Countries; Higher Education; Educational Policy; United Kingdom (England) + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Rechenkompetenz; Mathematische Bildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Lehrerausbildung; Lehrerbildung; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Politics of education; Bildungspolitik
Abstract	There has been a shift in the training of numeracy teachers in England away from a highly regulated "standards-based" approach to teacher training towards one that seeks to engage employer groups and stakeholders in determining the training needs of teachers in further education. This shift has taken place within the context of rapid reform to numeracy and mathematics curricula for post-16 learners. The planned curriculum changes have again highlighted the shortage of qualified numeracy teachers needed to implement national policy initiatives, and has brought numeracy teacher training onto the policy agenda once again. This paper uses Bernstein's notions of vertical teacher knowledge and horizontal teacher knowledge to consider how trainee teachers may be supported to bridge the gap between their own mathematical knowledge and their classroom practice as numeracy teachers. It also draws on Shulman's seven types of teacher knowledge to make these connections. Recommendations made relate to the entry criteria for adult numeracy teachers, allowing "time and space" to reflect with other trainees rather than "immersion in practice", the benefits of practitioner-led enquiry to develop innovative pedagogies, and enhanced links between further education and school-based mathematics and between further education and higher education. (As Provided).
Anmerkungen	Adults Learning Mathematics. 26 Tennyson Road, Kilburn, London NW6 7SA UK. e-mail: editor-i@alm-online.net; Web site: http://www.alm-online.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01